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1 APPENDIX A INTERVIEW GUIDE FOR THE FIRST INTERVIEW WITH THE STUDENTS 1. What has your life been like since you arrived at the university? 2. Is life here very different than it was at home? 3. What is your family like? 4. What is a typical day like for you? 5. What were the reasons that you became interested in participating in this program with the Latinos? 6. What do you expect it to be like being in someone s house twice a week? 7. What do you expect to learn from the families? 8. What do you expect the families to learn from you? 283

2 APPENDIX B INTERVIEW GUIDE FOR THE FIRST INTERVIEW WITH THE LATINAS 1. Cómo ha sido tu vida después de venir a los Estados Unidos? 2. Es muy diferente la vida aquí que la que llevaste en México? 3. Tienes planes de quedarte acá por mucho tiempo o piensas regresar a tu patria después de pasar un rato aquí? 4. Cómo es un día típico para ti? 5. Por qué decidiste participar en este programa con mis estudiantes? 6. Cómo piensas que va a ser cuando los estudiantes vengan a tu casa dos veces a la semana? 7. Qué esperas aprender de los estudiantes? 8. Qué piensas que los estudiantes van a aprender de ti? INTERVIEW GUIDE FOR THE FIRST INTERVIEW WITH THE LATINAS Translated 1. What has your life been like since you arrived in the United States? 2. Is life here very different than it was in Mexico? 3. Do you anticipate staying here for a long time or do you expect to return home soon? 4. What is a typical day like for you? 5. What were the reasons that you became interested in participating in this program with my students? 6. What do you expect it to be like having the students in your house twice a week? 7. What do you expect to learn from the students? 8. What do you expect the students to learn from you? 284

3 APPENDIX C INTERVIEW GUIDE FOR THE SECOND INTERVIEW WITH THE LATINAS 1. Cómo va todo con los estudiantes? 2. Cómo pasan el tiempo cuando vienen ellos? 3. Qué aprende de ellos? 4. Qué aprenden ellos de Ud.? 5. Cómo es la experiencia que tiene con ellos? ( Cómo es lo que esperaba y como es diferente? 6. Qué impresión tiene de los estudiantes? 7. Hay algo que Ud. quisiera añadir? 8. Qué espera que los estudiantes aprendan de Ud.? INTERVIEW GUIDE FOR THE SECOND INTERVIEW WITH THE LATINAS 1. How is it going with the students? 2. What do you do when they come? 3. What do you learn from them? 4. What do they learn from you? Translated 5. How would you describe your experience with them? (How is it what you expected and how is it different?) 6. What impression do you have of the students? 7. Is there something you would like to add? 8. What do you expect the students to learn from you? 285

5 APPENDIX E THE MEXICAN DIASPORA: THE HERITAGE OF THE PAST AND THE PORTENT OF THE FUTURE The Mexican diaspora is at the core of our country s Latino heritage. Not only are two of every three Latinos in the United States of Mexican origin, but only Mexicans can claim to be both early settlers on United States soil and the largest group of new arrivals. So many Mexicans have come since 1820 that they are now the second largest immigrant nationality in our history. NO Hispanic group has contributed more to the nation s prosperity than Mexicans, yet none makes white America uneasier about the future. (González, 2000, p. 96) When early immigration to the Western Hemisphere began in the 1500s, it was marked primarily by the English and Germanic immigration to the Northern Hemisphere and by the Spanish and Portuguese immigration to the Southern Hemisphere (González, 2000), extending into the Northern Hemisphere as far north as the regions now known as Central America, Mexico, and the southwestern area of the United States. It is now commonly acknowledged that the early Spanish settlements in the region now defined as the Southwestern United States predates the settlements of Jamestown and Massachusetts Bay by about a hundred years, but what the predominant textbooks have failed to note is that the Spanish influence in that region has continued into the twenty-first century (González, 2000). As González says, once you admit Mexicans long history on U.S. soil, you must necessarily accept Hispanic culture and Spanish language as integral components of our own national saga (González, 2000, p. 96). The Spanish heritage that dominates the Southwest is less dependent on the recent immigration that began in the 1960s than it is on the early Spanish expeditions that explored the border along the Rio Grande and up the California coast. During the nineteenth century, these Spanish-speaking borderlands were gradually annexed to the United States, resulting in Mexico s loss of half of its territory and three-fourths of its mineral resources. Additionally, several million Mexicans, Cubans, and Puerto Ricans were placed under United States sovereignty. All of these actions were justified by the term Manifest Destiny, a code-phrase for the racial supremacy of the white settlers 287

6 predominant in the United States (González, 2000). After the annexations of Mexican territory became fact in the 1800s, the United States cattle industry was born in the Southwest, employing many Mexicans and mestizos, or those of mixed European (Spanish) and Indian heritage (González, 2000), setting a precedent for the Mexican workers who would periodically flood the United States. By the early part of the nineteenth century, Mexican immigrant workers were working as agricultural laborers, mineworkers, railroad employees in maintenance and construction, and factory workers (Fox, 1996; Gutiérrez, 1995). As Mexican workers continued to increasingly fill the occupations of unskilled and semi-skilled laborers, the racial and ethnic stereotypes also grew and flourished. Between 1910 and 1930, Latin American labor headed north in full force. More than a million people, one-tenth of Mexico s population, migrated to the Southwest. As Mexicans fled the revolution in their own country, they were recruited as cheap labor for the railroads, mines, and cotton and fruit farms in the West (González, 2000). Following World War I, the number of Mexican workers again increased. The rationale put forth by American employers for using Mexican labor fueled the debate that would continue for six decades. American workers felt threatened by the workers streaming in from south of the border (Gutiérrez, 1995). The debates continued accompanied by developing political activism fomented by the Mexican Americans who had become acculturated in American society (Gutiérrez, 1995). In the 1930s, due to the unemployment caused by the Great Depression, anti-immigrant hysteria ran rampant, resulting in the deportation of more than 500,000 Mexicans, many of whom were United States citizens who spoke fluent English (González, 2000). As the United States found itself in need of accelerating its food and fiber production in anticipation of its entry into World War II, the United States and Mexico came to terms on an emergency and temporary farm labor program, commonly referred to as the Bracero Program after the Spanish word for farm laborer (Gutiérrez, 1995). Also, in response to the labor shortage produced by America s entry into World War II in 1942, the federal Office of Production Management abolished the legal barriers to the employment of aliens in any factories having war contracts (Gutiérrez, 1995, p. 203). It was during this decade of the 1940s and 1950s that Mexican American activists 288

7 such as Bert Corona, Ernesto Galarza, and Luisa Moreno strengthened their fight for rights for Mexican immigrants (Chávez, 1989; Fox, 1996; Galarza, 1971; García, 1994; González, 2000; Gutiérrez, 1995; Gutiérrez, 1998). The civil rights movement had begun through the Congreso, the Congress for Spanish-Speaking Peoples originally organized in 1938 by Moreno, a Guatemalan expatriate and veteran labor organizer (Gutiérrez, 1995). The unprecedented number of undocumented workers entering the United States was stimulated by the use of bracero labor (Gutiérrez, 1995) thus accelerating the Latino diaspora (González, 2000). Whereas the border had been virtually open to all newcomers in the 1920s, by the 1940s, the United States Immigration and Naturalization Service (INS) began to apprehend an escalating number of undocumented migrants. As the flow of undocumented persons increased, the numbers rose from 7,023 between 1940 and 1943 to 200,000 in Between 1947 and 1954, the INS claimed to have apprehended nearly 1.1 million nonsanctioned immigrants in its famous Operation Wetback (Gutiérrez, 1995). This influx of braceros 1 and wetbacks 2 escalated the discrimination against the Mexican and the Mexican American population as well (Gutiérrez, 1995), but at the same time, a spirit of cooperation between these two disparate groups begun during the Depression continued into the 1940s as the activists spoke out against the undocumented laborers entering the country (Gutiérrez, 1995). 1 Bracero is a Spanish word whose roots lie in brazo, or arm, referring to the temporary migrant farm laborers who were recruited to pick crops in the absence of the American men who left the fields to serve in World War II. The Bracero Program lasted from 1942 to (http://www.sp.utexas.edu/jrn/cwp/mlg/cdld.html) 2 Wetback is a derogatory term that denotes people who crossed the border without the permission of the immigration authorities on the United States side of the border, often by swimming across the Río Bravo, known as the Rio Grande in the United States, thus arriving with their backs wet (http://www.tsha.utexas.edu/handbook/online/articles/view/oo/pqo1.html). In this study, the term will be used only when quoting an original source. 289

8 In the early 1950s, the number of these undocumented workers continued to rise, leading to more protests from Mexican American community leaders and activists. California activist Galarza considered that the wetback (sic) issue was perpetuating the bigotry against those of Mexican heritage. He continually spoke out as an academic and as a political activist regarding the situation from an economic and a social stance (Galarza, 1971; Gutiérrez, 1995). In the mid-1950s, he spoke out vehemently in congressional committees about the discrimination against the Mexican Americans who had become American citizens. Speaking about the bracero program and the wetbacks (sic) entering the country at the time, he argued If you are ready to commit your government to a permanent policy of taking in this tremendous torrent of thousands and thousands of people who are driven from pillar to post, who have nothing to eat, who are on the verge of starvation, I say let us do it honestly, openly, and frankly. Let us not cover it up with a myth which has been proved to be such over and over on the record, that we are doing it because there is a need for such labor in this country. (House Committee on Agriculture as cited in Gutiérrez, 1995, p.160) The negative feeling toward people of Mexican heritage escalated during the early 1950s also due to the rising anti-communist sentiment growing in the United States. In 1953 in the House Committee on Agriculture, during congressional hearings about the Bracero Program of 1951, the president of the National Agricultural Workers Union, or the NAWU, 3 H. L. Mitchell expressed the view that foreign workers might be foreign agents during congressional hearings on the Bracero Program in 1951: Not only are the illegal aliens 4 a menace to the American citizens with whom they 3 The NAWU, first known as the National Farm Workers Union, was formed in the mid- 194os as an offshoot of H.L. Mitchell s Southern Tenant Farm Workers Union. Galarza served as the director of research and education from 1948 through Throughout its tumultuous history, Galarza used the union to campaign against the Bracero Program, primarily in California (Gutiérrez, 1995). 4 Illegal alien is another derogatory term used to describe people living in the United 290

9 compete for jobs in large-scale agriculture, but also it is also well known that the Communist Party is most active in all countries south of us, and that Mexico City is a center of their operation. United States Immigration authorities have reported that Communist agents come across the border both in the guise of wetbacks and as legally contracted workers. (Cited in Gutiérrez, 1995, p. 162) The Immigration and Nationality Act of 1952, commonly known as the McCarren- Walter Act, expanded the grounds under which undocumented persons could be deported. The essence of the provision was that any undocumented person who had entered the country after 1924 was subject to deportation, regardless of character, length of stay in the United States, employment record, or familial relationship to bona fide American citizens (Gutiérrez, 1995). In 1959, the American Committee for the Protection of the Foreign Born presented the United Nations with a petition that described Mexican Americans as an oppressed national minority, a marker for a significant change in attitude of the Mexican American population toward the undocumented Mexicans continuing to cross the border. The perception was growing that those of Mexican descent, both undocumented and legal residents, had been forced to live lives of second-class citizens or immigrants without rights or status, [and subject to] discrimination, harassment, and great insecurity (American Committee for the Protection of the Foreign Born in Gutiérrez, 1995, pp ). In 1977, in response to the Carter Plan, immigration reform legislation introduced by President Jimmy Carter, the First National Chicano/Latino Conference on Immigration and Public Policy convened in Texas. Mexican American activists vehemently opposed the plan, calling it discriminatory against both legal and illegal (sic) people of Latin descent. The Carter Plan called for sanctions against employers who habitually employed illegal aliens (sic); additionally, it called for provisions for extending a limited amnesty to hundreds of thousands of illegal aliens (sic) in the United States (Guitérrez, 1995). The rebellious climate of the 1960s affected the Mexican American population. By the middle of the decade, the majority of students at Texas A&M were Mexican States without benefit of legal documents. It will be used only to quote an original source. 291

10 Americans, and for the first time they won control of the student government. With this victory, they began calling themselves Chicanos, a slang word that had previously been used among the poor in the Southwest to denote those of Mexican parentage born north of the Río Grande, but now used as a badge of honor (González, 2000). The debate over the significance of immigration in terms of the status of Mexican Americans who were long-time legal residents and citizens continued into the 1960s with the emergence of the Chicano movement led by César Chávez and the United Farm Workers Union in California (Fox, 1996; González, 2000; Gutiérrez, 1995) and by Reies López Tijerina and his irredentist organization in New Mexico. By this time, the Mexican American young people had risen beyond the levels of education and employment their parents had been able to achieve, and they became interested in social change. The student movement continued into the 1970s, propelled by the ethnic solidarity conceptualized by the El Plan Espiritual de Aztlán, the Spiritual Plan of Aztlán, at the First National Chicano Youth Liberation Conference in Denver, Colorado, in 1969 (Gutiérrez, 1995; González, 1998; Meier & Ribera, 1993). This Plan of Aztlán was inspired by Aztec myths as expressed in Chicano cultural pride in the writings of Rodolfo Corky González and the Chicana poet Alurista. Aztlán referred to the ancestral homeland of the Aztecs, and therefore of the Mexican people. It represented a dream for the future in which the Chicanos would reclaim their lands (Gutiérrez, 1995). This idea continued in the 1980s as Gloria Anzaldúa writes about the Aztecas del norte, the Aztecs of the north who inhabit the lands that once belonged to Mexico and to the Aztecs before them. Calling the border una herida abierta (an open wound), Anzaldúa says: The U.S. Mexican border es una herida abierta where the Third World grates against the first and bleeds. In addition, before a scab forms it hemorrhages again, the lifeblood of two worlds merging to form a third country a border culture. Borders are set up to define the places that are safe and unsafe, to distinguish us from them. (Anzaldúa, 1987, p. 25) 292

11 APPENDIX F VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY Informed Consent for Student Participants Title of Project: Crossing the Border through Service-Learning: A Study of Cross- Cultural Relationships Investigators: Gresilda Tilley-Lubbs, Dr. Judith Shrum Thank you so much for agreeing to participate in this research project with me. You will give me information that I could not get anywhere else, and it is only due to your efforts in the community that I am able to conduct this research. PURPOSE: I have asked you to volunteer in a research study that has two purposes. First, I am doing research to write a dissertation for my Ph.D. for the university. Second, I want to know how you feel about the families you work with in the community and the program in which you are participating. I believe this project we have developed together is important in changing the relationships between Latinos and Anglos. Your help in giving me that information will be invaluable. PROCEDURES: In order to be able to give you my undivided attention during the interview, I will be recording our conversation. I promise you that all your responses are absolutely confidential. I will only keep the tapes long enough to transcribe our conversation to paper. That way I will be able to study all that you have told me. After I have done the transcription, I will give you the tape to do with as you wish. I would like you to choose a pseudonym by which I will always refer to you throughout the research. Your real name will not be used either in the interviews or in the paperwork. Your part in the study will involve allowing me to interview you once at the beginning of the semester. The interview will last approximately a half hour to an hour. We will do the interview at your convenience in my office. Please feel free to ask me if you re uncertain about the meaning or purpose of a question. If any question seems too personal or troubling, please feel free to let me know that you would rather not talk about that subject. I anticipate that you will enjoy sharing your experiences with me, and I know that I will enjoy hearing about your life. The interview will consist mainly of your describing to me as much about your life. as you are comfortable sharing with me. I will want to know as much as you feel comfortable sharing with me about your family, your friends, your goals, and your lifestyle. The questions I will ask will give me an idea of your family background. I will also tape our class sessions. You may ask anything to be kept in confidence and I will honor your request. These tapes will provide invaluable information about the time you spend with the Latino family with whom you are partnered. I would like to 293

12 know what you do, what you talk about, how you spend time. The questions will be ones that you can answer with as much detail as you like. Lastly, I will also collect the documents that you turn in as class assignments to find out how you feel about the issues we discuss and how you feel about your families. I may occasionally use data collected in s as well. It is important for this study for me to know how you feel about the family and how you spend time together, if you feel comfortable doing that. I will also use the photos, tapes, and power points that you produce for the final project to look at the relationship you have established with your Latino family. RISKS: There should be no more than minimal risks to you from participating in this study. You can refuse to answer any question that you don t want to answer. If you choose not to answer some of the questions or if you decide not to participate in the interview or the research project, it will in no way affect your grade or your participation in the class. You can withdraw from the project at any time. BENEFITS: There are no direct benefits to you except that it will give you the opportunity to share in a project that may promote programs to foster good relations between the Latino and the Anglo communities. Extent of Anonymity and Confidentiality: When the results of the research are made public, none of the actual names of the individuals will appear. With that in mind, I hope that you will be as open and honest with me as feels comfortable to you. Your actual thoughts, experiences and feelings are the responses that I am looking for. When I share your story, you will only be referred to by your pseudonym. For example, I might say something such as, John, a senior at Virginia Tech, found the relationship he established with his Latino family to be rewarding because. John, of course, will not be your real name. Despite my every effort to preserve your anonymity, however, it may be compromised. Freedom to Withdraw You are free to withdraw from participation in this study at any time. Just inform me or any of the people listed at the bottom of the page. By signing below, you indicate that you have read and understood the informed consent and conditions of this project, that you have had all your questions answered, and that you give your voluntary consent for participation in this project. If you participate, you may withdraw at any time without any problem. Once again, thank you so very much for agreeing to share your life, your thoughts, and your stories with me. 294

17 Translation VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY Informed Consent for Participants Title of Project: Crossing the Border through Service-Learning: A Study of Cross- Cultural Relationships Investigators: Gresilda Tilley-Lubbs, Dr. Judith Shrum Thank you so much for agreeing to do this interview with me. You will give me information that I could not get anywhere else, and I really appreciate your participating in this project. Purpose: I have asked you to volunteer in a research study that has two purposes. First, I am doing research to write a dissertation for my Ph.D. from the university. Second, I want to know how you feel about the students and the program in which you are participating. I believe that this project that we have developed together is important in changing the relationships between Latinos and Anglos. Your help in giving me that information will be invaluable. Procedures: In order to be able to give you my undivided attention during the interview, I will be recording our conversation. I promise you that all your responses are absolutely confidential. I will only keep the tapes long enough to transcribe our conversation to paper. That way I will be able to study all that you have told me. After I have done the transcription, I will give you the tape to do with as you wish. I would like you to choose a pseudonym by which I will always refer to you throughout the research. Your real name will not be used either in the interviews or in the paperwork. Your part in the study will involve allowing me to interview you three times: at the beginning of the semester, in the middle of the semester, and at the end of the semester. The interviews will last one and a half hours. We will always do the interviews at your convenience. The interviews will consist mainly of your describing to me as much about your life in your home country as you are comfortable sharing with me. I will want to know as much as you feel comfortable sharing with me about your life here in Roanoke. I will also chat with you about the time you spend with the students. I would like to know what you do, what you talk about, how you spend time. The questions will be ones that you can answer with as much detail as you like. Please feel free to ask me if you re uncertain about the meaning or purpose of a question. If any question seems too personal or troubling, please feel free to let me know that you would rather not talk about that 299

18 subject. I anticipate that you will enjoy sharing your experiences with me, and I know that I will enjoy hearing about your life. I will also leave a journal and a pen with you. I would very much appreciate your recording your thoughts for me of how you feel about the students and how you spend time together, if you feel comfortable doing that. If you would like, at the end of the semester, I could make a copy for myself as part of my research so that I can return the original to you. Risks: There should be no more than minimal risks to you from participating in this study. You can refuse to answer any question that you don t want to answer. If you choose not to answer some of the questions or if you decide not to participate in the interviews, it will in no way affect the treatment that you receive from the Health Department. I will still be your interpreter at the Health Department. None of the answers that you give will affect the care that you receive in any way. You can end the interview at any time. Benefits: There are no direct benefits to you except that it will give you the opportunity to let people in the United States know about your life in your native country and about how wonderful relationships between our two cultures can be. Extent of Anonymity and Confidentiality: When the results of the research are made public, none of the actual names of the individuals will appear. With that in mind, I hope that you will be as open and honest with me as feels comfortable to you. Your actual thoughts, experiences and feelings are the responses that I am looking for. When I share your story, you will only be referred to by your pseudonym. For example, I might say something such as, María, the mother of a six-month-old son, feels homesick for the five-year-old daughter she left behind in Mexico with her mother. María, of course, will not be your real name. Despite my every effort to preserve your anonymity, however, it may be compromised. Freedom to Withdraw You are free to withdraw form participation in this study at any time. Just inform me or any of the nurses at the Health Department or any of the people listed at the bottom of the page. By signing below, you indicate that you have read and understood the informed consent and conditions of this project, that you have had all your questions answered, and that you give your voluntary consent for participation in this project. 300

19 If you participate, you may withdraw at any time without any problem. Once again, thank you so very much for agreeing to share your life, your thoughts, your dreams and your stories with me. Signature, Date If you have questions about this research, you may contact: Dr. Judith Shrum ( ) Gresilda Tilley-Lubbs ( ) Dr. Jan Nespor, IRB Representative, Virginia Tech ( ) Dr. David Moore, IRB Research Division, Virginia Tech ( ) 301

20 APPENDIX H Crossing the Border Through Service-Learning VIRGINIA POLYTECHNIC INSTITUTE & STATE UNIVERSITY Department of Foreign Languages & Literatures Fall 2002 Spanish 4984 CRN Spanish 5984 CRN CLASS MEETS: Major Williams Hall 327 CLASS TIME: Monday 4-6 OFFICE: 328 Major Williams Hall WEB PAGE: INSTRUCTOR: Gresilda A. Tilley-Lubbs OFFICE HOURS: MWF 2:15-3:00 or by appt. TELEPHONE: (Leave message.) REQUIRED READINGS AND VIDEOS: Certain readings, web pages and videos will be required for the course. The readings will be provided by the instructor. The web page links are included in the electronic syllabus as hot links. The readings are an essential component of the course, and serve as a guide for constructing theory out of experience. All course reading will be directly connected to class discussions and activities. REQUIRED TEXTS: The Service-Learning Center will loan to you the following text for the semester. It will be part of the body of required readings. It must be returned by the end of the semester or the student will need to reimburse the Service- Learning Center. Hamner, D. M. (2002). Building bridges: The Allyn & Bacon student guide to service-learning. Boston: Allyn & Bacon. The following text packet is available in the campus bookstores and is necessary for the ESL teaching you will be doing in the community: Shapiro, N. & Adelson-Goldstein, J. (1998). The Oxford picture dictionary: English/Spanish. NY: Oxford. Shapiro, N.; Adelson-Goldstein, J.; & Weiss, R. (1999). The Oxford picture dictionary: Teacher s book. NY: Oxford. 302

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